Thursday, September 29, 2011

How many doctors does it
take to diagnose an autism spectrum disorder (ASD)? This is a question that
many parents continue to ask in response to their frustration with the
diagnostic process. For example, a survey of more than 1,200 families in the
United Kingdom found that only 8 percent of
families received a diagnosis for their children upon their first clinical
visit; 40 percent received a diagnosis by the second clinical visit; and 63
percent finally received a firm diagnosis by their third clinical visit. In
many instances, parents waited more than 5 years before a diagnosis was
confirmed.

A recent survey of parents
of school-age children with ASD across five countries (including the US) found
an average diagnosis age of 7.5 years and a consistent
concern with the timeliness of identification and frustration with the delay in
accessing services. Parents reported visiting, on average, between four and
five clinicians en route to an ASD diagnosis. Some participants responded to
our question with comments such as “too many to count.” The number of
professionals visited did not differ significantly based on child’s gender,
race, or type of ASD diagnosis. Child diagnostic age was positively correlated
with the number of professionals seen during the process of obtaining a
diagnosis. In effect, the more professionals a child saw during the process,
the older he or she was when finally receiving the diagnosis. Despite the fact
that the diagnostic age is decreasing, just over 40 percent of parents reported
that they were not satisfied with the diagnostic process. In fact, the more professionals
that families saw on their journey to a diagnosis, the more negatively parents
viewed the experience. Parents were more satisfied with the diagnostic process
when they saw fewer professionals to get the diagnosis and when the children
received diagnoses at younger ages.

So, what are the
implications? A late diagnosis postpones the timely implementation of
intervention services and may contribute to parental distress in coping with an
ASD. It is well established that early interventions for children with
developmental disabilities are important in increasing cognitive, linguistic,
social, and self-help skills. Assisting parents to develop effective management
techniques is also likely to avoid or minimize the potential for secondary
behavioral and emotional problems. Importantly, because more capable children
with ASD are likely to be educated in general education classrooms, delayed
recognition of their problems can result in the implementation of ineffective
or inappropriate teaching methods that fail to address the core
social-communication deficits of ASD. Delays in diagnosis and identification
also have wide implications for families. It is now accepted that autism is
most likely among the most heritable of all childhood disorders and that for
any family with a child with ASD, there is considerable risk that other
children in the family may have social, language, or other neurocognitive
problems. Family histories of autism or autistic-like behavior or having an
older sibling with autism are known risk factors. A delay in identification may
result in siblings with the ‘broader phenotype’ being overlooked and as a
result, not receive the help needed to address their problems.

Although further research
is necessary to identify what additional factors make the diagnostic experience
a negative one for so many families, it is clear that better screening and
identification practices are needed. Parents are frequently faced with a slow
and frustrating period of uncertainty and worry and find themselves in the
position of trying to convince their children’s doctors that there is a need
for a specialist assessment. Several studies that have qualitatively examined
parents’ views on the diagnostic process have noted a tendency for some
physicians to minimize or dismiss parents’ concerns about their children’s
development and, instead, to encourage them to wait for their children to “out
grow” their problems. Although the average age at which autism is diagnosed has
decreased in recent years, families have continued to describe a significant
struggle during the process of obtaining an autism diagnosis.

Unfortunately, many
pediatricians, clinicians, and educators take a “wait-and-watch” approach and
may not recognize the early red flags. Although no two children are alike in
terms of their development and behavior, best practice requires that a
standardized screening tool be administered at any point when concerns (red
flags) about ASD are raised by a parent or teacher or as a result of school
observations or questions about developmentally appropriate social,
communicative, and play behaviors, or where there is a family history of autism
or related disabilities. Parents should also continue to be vigilant and keep
an ongoing record of behavior that appears atypical or concerning. This
information can be very useful in any future assessments.

Wednesday, September 21, 2011

Palm Beach County school psychologist,
Lee A. Wilkinson, PhD, will present a skill-building workshop adapted from his
award-winning book, Autism and Asperger Syndrome in Schools: A Best Practice Guide to Assessment and
Intervention, at the 38th Annual
Conference of the Florida Association of school Psychologists (FASP). The
Conference will take place from November 1st through the 5th at the Omni Orlando
Resort at ChampionsGate, 1500 Masters Blvd, ChampionsGate, Florida 33896. Breakout
sessions begin on Tuesday, November 1st thru Wednesday, November 2nd, with Featured Presentations to follow on Thursday, November 3rd. Continuing
education credits (CEUs) will offered for Dr. Wilkinson’s workshop as well as a
number of other presentations. Join FASP for the BEST professional
development offering for school psychologists in Florida...Register Today!

Thursday, September 15, 2011

Dr. Lee A. Wilkinson, Palm
Beach County school psychologist and award winning author will discuss his book,
“A Best Practice Guide to Assessment and Intervention for Autism and Asperger
Syndrome in Schools,” on WJTW radio’s “Book Corner” with host Sharon Dunn airing
Friday, September 16th through Sunday, September 18th at 8:20am, 2:20pm and
5:20pm at 100.3 FM, or online at wjtwfm.com.
Tune in to hear the Dr. Wilkinson discuss the prevalence of autism spectrum
disorders in our schools, educational planning for students with ASD, and practical
and useful resources for both parents and professionals.

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Thank you for visiting bestpracticeautism.com

The objective of bestpracticeautism.com is to advocate, educate, and informby providing a best practice guide to the screening, assessment, and intervention for school-age children on the autism spectrum. Timely articles and postings include topics such as screening, evaluation, positive behavior support (PBS), self-management, educational planning, IEP development, gender differences, evidence-based interventions (EBI) and more. This site also features up-to-date information on scientifically validated treatment options for children with ASD and a list of best practice books, articles, and links to organizations. Designed to be a practical and useful resource, bestpracticeautism.com offers essential information for psychologists, teachers, counselors, advocates and attorneys, special education professionals, and parents.

Best Practice Guide

Praise for "A Best Practice Guide..."

“It is rare that one book can pack so many resources and easy to digest information into a single volume! Families, school personnel, and professionals all need the extensive, and up-to-date tips, guides, and ‘must-knows’ provided here. It’s obvious the author is both a seasoned researcher and practitioner – a winning combination.” - Dr. Debra Moore, psychologist and co-author with Dr. Temple Grandin, of The Loving Push: How Parents & Professionals Can Help Spectrum Kids Become Successful Adult

“Dr Wilkinson has done it again. This updated and scholarly Second Edition reflects important recent changes regarding diagnosis and services for students with Autism Spectrum Disorder. With its numerous best-practice suggestions, it is a must-read for school psychologists, school social workers, and those who teach in general and special education.” - Dr Steven Landau, Professor of School Psychology in the Department of Psychology, Illinois State University

“This book is an essential resource for every educator that works with students with ASD! The easy-to-read format is complete with up to date research on evidence-based practices for this population, sample observation and assessment worksheets and case studies that allow the reader to apply the information presented.” - Gena P. Barnhill, PhD, NCSP, BCBA-D, LBA, Director of Special Education Programs at Lynchburg College, Lynchburg, VA

“As a parent-advocate, Dr. Wilkinson's book is both comprehensive and easy to digest. It's comprehensive because it provides readers with a 10,000 foot view of the landscape. It's easy to digest because it is written in language that non-professionals can understand. If you read only one book, this is the one.” - Dan Harris, JD

"The author does a wonderful job presenting all of the data, facts, figures and statistics in a very structured layout that is straightforward, practical and convenient to access. With the rising incidence of children being diagnosed on the Autism spectrum, this guide should be required reading for all direct service providers who work with children in the school setting. On behalf of the Autism community I extend a sincere thank you to Lee Wilkinson for this impressive and most valuable resource.” - ParentCoachingforAutism.com

“Dr. Wilkinson has created an outstanding blend of academic research and practical application in a text that is so clearly written it is a pleasure to read for professionals and parents alike. This book fills an important need that has existed for years. Dr. Wilkinson has created an indispensable resource that should definitely be in each school’s professional library.” - Ally4Autism.com

"The author has expertly formatted the book and each chapter so that the reader is provided with an excellent resource of recent and relevant information pertaining to screening, formal assessment, and interventions with individuals in this population.” - Canadian Journal of School Psychology

“The uses and limitations of a variety of methods from psychometrics to observational assessments are clearly presented. Case studies give the reader exemplars of a range of assessments and the implications for learning in a highly readable way. Key issues are provided in summary boxes. Interventions include a detailed guide to promote skills in self-monitoring in the learner. In summary, this is an accessible book, of benefit to all those involved in the assessment and support of students with ASD.” - Educational Psychology in Practice

"School district administrators, attorneys, educators, and psychologists will want to have this guide available to them as a resource on 'best practices' in the field of ASD." -Diane Adreon, Associate Director, University of Miami-Nova Southeastern University center for Autism and Related Disabilities (UM-NSU CARD)

"This book provides a complete source for parents, educators, researchers and clinicians seeking information related to assessment and interventions available for individuals (mostly children) diagnosed with Autism Spectrum Disorders (ASD). Parents will benefit from reading this book as it exposes variety of issues to consider when seeking assessment and treatment for their children." -Journal of Autism and Developmental Disorders

Continuing Education (CE/CEU) Credit

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BESTPRACTICEAUTISM.COM DOES NOT ENDORSE ANY TREATMENT, MEDICATIONS, OR THERAPIES FOR AUTISM. THE WRITTEN MATERIALS CONTAINED ON THIS SITE ARE FOR INFORMATIONAL PURPOSES ONLY.